title: MODIFYING METACOGNITIVE STRATEGY INSTRUCTION BASED  COGNITIVE ACADEMIC LANGUAGE LEARNING APPROACH (CALLA) FOR  WRITING CLASS IN RELATION TO STUDENTS’ LEVEL OF CRITICAL  THINKING
creator: MELINA SARI,  1523042017
subject: L Education (General) = Pendidikan 
subject: PE English
description:       This study aimed at investigating the effect of modified CALLA on students’ writing  achievement and the use of metacognitive strategies, finding out the effect of  students’ critical thinking level on their writing achievement, and discovering the  process of implementing modified CALLA in the language classroom.  This research was experimental research based on one−group pretest−posttest design.  Science classes (XI IPA 1 and XI IPA 2) were taken as the subject of the research by  using purposive random sampling. There were three classifications consisting of: 17  low critical thinker, 31 middle critical thinker, and 4 high critical thinker. There were  four instruments administered in this study, namely: Academic Potency Test (APT),  Metacognitive Strategy Use in Writing (MSUW), Writing Test, and observation. The  researcher collected the data by conducting three stages of activities. They were  distributing Academic Potency Test (APT), Metacognitive Strategy Use in Writing  (MSUW) and Writing Test, conducting treatment and employing observation sheet,  administering Metacognitive Strategy Use in Writing (MSUW), and Writing Test. In  analyzing the data, the researcher used Statistical Package for Social Science (SPSS)  version 21 program. The data obtained from Metacognitive Strategy Use in Writing  (MSUW) and writing test were calculated before and after treatment. Repeated  Measures t-test was used to compare the means score from the result of pretest and  posttest. Since this study dealt with the effect of students’ critical thinking level on  their writing achievement, Univariate Analysis of Variance (One Way Anova) was  used to see whether there was correlation between students’ critical thinking level  toward their writing achievement. The significance level was in 0.05 even the  hypothesis was approved if sign <p. Therefore the probability of error in the  hypothesis was only about 5%.  ii  Related to the implementation of modified CALLA in language classroom, the  finding of this present study showed that statistically significant increase both in  students’ writing achievement and their metacognitive strategies uses. The total mean  of the Pre Test score in writing was 63.75 meanwhile the total mean of the Post Test  score in writing was 80.36. The result of Paired Sample T- Test indicated the  influence of the treatment on the students’ scores was significant, since the value of  variable sig. (2-tailed) was .000. The total mean of the Pre Test score in  metacognitive strategies was 3.47 meanwhile the total mean of the Post Test score in  metacognitive strategies was 4.34. The result of Paired Sample T- Test showed the  influence of the treatment on the students’ scores was significant, since the value of  variable sig. (2-tailed) was .000. Furthermore, this study also dealt with the effect of  students’ critical thinking level on their writing achievement. The means score of low  critical thinker students was 80.88, middle critical thinker students was 81.14, and  high critical thinker students was 75.50. The result of Univariate Analysis of  Variance (One Way Anova) revealed the influence of the students’ critical thinking  level in their writing scores was not significant, since the value of variable sig. (2-  tailed) was .168. As the result showed the middle critical thinker students and the low  critical thinker students got higher score rather than the high critical thinker students.  From the field notes which were included in the observation sheet, clearly, the  teaching and learning process through modified CALLA run well as expected by the  researcher. The students in both classes (XI A1 and XI A2) actively participated in  those five steps of CALLA: preparation step, presentation step, practice step,  evaluation step and expansion step.  The training of metacognitive strategies has benefits for classroom practices since it  can optimize the learners’ awareness to use the strategies. Besides that, the  metacognitive strategies instruction promotes the learners’ ability to select  appropriate strategies for a particular task. Concerning the relationship between  critical thinking and writing achievement, it was found that levels of students’ critical  thinking have no significant effects toward their writing achievement. There might be  some underlying reasons which clarify this phenomenon. The possible reasons deal  with language proficiency, component of learning, and students’ motivation.
date: 2017-10-20
type: Tesis
type: NonPeerReviewed
format: text
identifier: http://digilib.unila.ac.id/29768/1/ABSTRAK.pdf
format: text
identifier: http://digilib.unila.ac.id/29768/2/TESIS%20TANPA%20BAB%20PEMBAHASAN.pdf
format: text
identifier: http://digilib.unila.ac.id/29768/3/TESIS%20FULL.pdf
identifier:   MELINA SARI, 1523042017  (2017) MODIFYING METACOGNITIVE STRATEGY INSTRUCTION BASED COGNITIVE ACADEMIC LANGUAGE LEARNING APPROACH (CALLA) FOR WRITING CLASS IN RELATION TO STUDENTS’ LEVEL OF CRITICAL THINKING.  Masters thesis, LAMPUNG UNIVERSITY.   
relation: http://digilib.unila.ac.id/29768/